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Journals / Journal of STEAM Education / 2026 / Volume: 9 Issue: 1

Inquiry-Based Science Teaching and Its Impact on Critical Thinking and Problem-Solving Skills: A Meta-Analysis of STEAM Education

Raja Bahar Khan Soomro(Sukkur IBA University)0000-0001-6309-5471
Abdul Basit Soomro(Sukkur IBA University)
Ihsanullah Memon(Sukkur IBA University)
Adil Hussain Ghani Soomro(Sukkur IBA University)
Pages
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Publication Date
2026-04-13
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

These results hold insightful implications for education policy makers and educators to propel STEAM education to new heights with the integration of inquiry-based approaches that stimulate higher-order skills in 21st-century.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This meta-analysis study, an Inquiry-based science education (IBSE), has been gaining increasing popularity as a strong pedagogy to develop students' problem-solving and critical thinking abilities in STEAM (Science, Technology, Engineering, Arts and Mathematics) education.
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Key Findings & Data:This meta-analysis combines evidences from 40 various review articles and empirical studies that have appeared in prestigious research journals between 2016-2025 to analyse the impact of IBSE on the development of students' cognitive skills, i.e., their problem-solving ability and critical thinking skills.
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Conclusion & Impact:These results hold insightful implications for education policy makers and educators to propel STEAM education to new heights with the integration of inquiry-based approaches that stimulate higher-order skills in 21st-century.
🔬Design:Review & Systematic Survey
📍Scope:2016-2025 Verileri
⚙️Variables:Inquiry-Based Science Teaching · STEAM Education · Critical Thinking

Abstract

This meta-analysis study, an Inquiry-based science education (IBSE), has been gaining increasing popularity as a strong pedagogy to develop students' problem-solving and critical thinking abilities in STEAM (Science, Technology, Engineering, Arts and Mathematics) education. This meta-analysis combines evidences from 40 various review articles and empirical studies that have appeared in prestigious research journals between 2016-2025 to analyse the impact of IBSE on the development of students' cognitive skills, i.e., their problem-solving ability and critical thinking skills. The research explores the relative quality of different kinds of inquiry, i.e., guided and open-ended inquiry, and identifies noteworthy determinants making IBST impactful in building such abilities. Research shows that IBST enhances significantly the critical thinking and problem-solving ability of the students with medium to large effect sizes at every level of education, from primary to tertiary. In addition, the research highlights teacher facilitation, planning of inquiry-based activities, and technology integration as the factors that help obtain the highest benefit in IBST. The student motivation and involvement also emerged as significant factors driving the success of IBST. These results hold insightful implications for education policy makers and educators to propel STEAM education to new heights with the integration of inquiry-based approaches that stimulate higher-order skills in 21st-century.

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Cite This Article

Soomro, R. B. K., Soomro, A. B., Memon, I., Soomro, A. H. G. (2026). Inquiry-Based Science Teaching and Its Impact on Critical Thinking and Problem-Solving Skills: A Meta-Analysis of STEAM Education. Journal of STEAM Education, Volume: 9 Issue: 1. https://doi.org/10.55290/steam.1722801

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